The effects of the current health sanitary crisis have required extreme measures of social distancing people to be quarantined, to safeguard the health of the population having repercussions at every level of our daily life, including the way we create the pedagogical space. For these reasons, the pedagogical space has needed to move from a physical space to a virtual space of social interactions. From the cognitive neurosciences, the mental processes that are part of the learning phenomenon, (such as memory, attention, emotions, among others) and computations made by the nervous systems seem to be based on, and underlie the operations, including and that are carried out in the nervous system. Those that are taking part of the learning phenomenon (such as perception, memory, attention, emotion, sleep, stress, addiction on learning processes, among others). Our work; this paper seeks, aims to discuss the influence of the current crisis context may be having on the nervous system's way of processing, and operates; therefore, and consequently, on the cognitive processes that allow our students to learn. In order to achieve that, our work discusses the effects of perception, attention, memory formation, sleep, emotions, stress and addictions on learning, highlighting how the actual sanitary crisis and the future lifting lockdown influence those cognitive processes. We address these effects, especially from the perspective of the current health crisis and the consequences of a future lack of focus.